A DOCUMENTARY BY CREATED WITH THE NAMATJIRA FAMILY © ATOM 2017 A STUDY GUIDE BY KATY MARRINER http://www.metromagazine.com.au ISBN: 978-1-76061-079-1 http://theeducationshop.com.au Mt Sonder by Kevin Namatjira Image courtesy Iltja Ntjarra, Many Hands Art Centre ‘THIS FILM IS ABOUT ALBERT NAMATJIRA ... WE COME TO TELL THE STORIES, HOW HE LIVED. ALBERT TAUGHT ALL THE FAMILY TO CARRY ON PAINTING. WE’RE TRYING TO TEACH OUR YOUNGER GENERATION, AND OUR KIDS, OUR GRANDKIDS. KEEP THIS LEGACY STRONG.’ – Gloria Pannka, granddaughter of Albert Namatjira Namatjira Project (2017), a feature documentary, directed In collaboration with arts for social change organisation Big by Sera Davies, tells the iconic story of Aboriginal artist hART, Namatjira’s descendants have embarked on a quest Albert Namatjira, and of his descendants’ attempt to re- for justice and reconciliation that will hopefully see the claim the copyright of his life’s work. The documentary was copyright of his paintings returned to the Namatjira family. created with the Namatjira family and is dedicated to them, and artists of the Hermannsburg Watercolour movement. Namatjira Project acknowledges Western Aranda* Elders of the Central Australian Desert - past, present and future - From Western Aranda* Country in the Central Australian and their stunning Country on which this project is based. Desert, Albert Namatjira and his watercolour paintings pioneered the Aboriginal Art movement that is celebrated Always was, always will be, Aboriginal Land. today. His descendants continue to paint the desert landscapes in watercolours, yet despite this art tradition’s http://www.namatjiradocumentary.org/ success over five generations, they continue to struggle for survival. *Other ethnonyms for the word Aranda are Arrernte, Arunta and Arrarnta. HYPERLINKS TO SECTIONS 1–6 About the resource These education resources were created in partnership reconciliation, visit Narragunnawali at: with Reconciliation Australia’s Narragunnawali program. Teachers and educators are encouraged to use Namatjira www.recon ciliation.org.au/Narragunnawali Project to foster knowledge and pride in Aboriginal and © ATOM 2017 © ATOM Torres Strait Islander histories, cultures and contribu- tions. To find more professional learning and curriculum resources and to engage in whole school planning around 2 Film duration: 87 mins Recommendation before Talking or writing about viewing in the classroom Aboriginal and Torres As with all resources, teachers are encouraged to Strait Islander Peoples watch Namatjira Project and the associated clips Australia has two distinct Indigenous groups: before showing it to students. The content addresses Aboriginal peoples and Torres Strait Islander complex themes and it is important teachers are com- peoples. When talking or writing about Australia’s fortable with the content beforehand. These resources have been designed to help you feel confident to en- Indigenous peoples, it is considered respectful to gage in safe and robust discussions in your classroom. say ‘Aboriginal and Torres Strait Islander peoples’. The Indigenous peoples represented in Namatjira Talk, if possible, with Aboriginal and Torres Strait Project are all Aboriginal, so you will not notice any Islander students, staff, family or community members reference to Torres Strait Islander peoples. However from your local area before using Namatjira Project this study guide raises some questions of broad learning resources. Namatjira Project raises themes and national significance and therefore often refers that may be confronting to students, particularly to ‘Aboriginal and Torres Strait Islander peoples’. Aboriginal and Torres Strait Islander students. Be wary Any guidance from your own community about of students that struggle with the content and support terminology should take precedence over other them accordingly. If necessary, provide information advice. about relevant external support services. Set classroom ground rules: Due to the complex nature of some of the content in Namatjira Project, setting Curriculum links classroom ground rules with your students before viewing is an important step in creating a safe space Namatjira Project is a story of national and international and helping develop mutual respect and understanding significance, given its examination of the historical and con- between the members of your classroom community. temporary relationship between Aboriginal and Torres Strait Islander Peoples and non-Indigenous people in Australia. • Be respectful: Each person has their own beliefs and values. Namatjira Project is recommended for students in Years 7 – • Value diversity: Each person has their own world 12. Age appropriate excerpts could be shown to students in views, experiences and opinions. Years 5 – 6. • Listen politely: Each person has a right to contrib- ute without pressure or intimidation. LEARNING AREAS: YEARS 5 – 10 • Act with honour and courage: Be brave in sharing experiences, ideas and opinions. • The Arts • History • Appreciate privacy: Each person has the right to • Drama • Health and Physical uphold their privacy. • Media Arts Education • Act responsibly: Share feedback with thoughtful • Visual Arts • Languages consideration and a positive attitude towards oth- • Civics and Citizenship • Work Studies ers. Work collaboratively with students to create a • English contract that outlines the expected standards of behaviour around using the documentary. Teachers are advised to consult the Australian Curriculum • Use the think/puzzle/explore reflection protocol documentation for these learning areas online at http://www. to prompt discussion and reflection after viewing australiancurriculum.edu.au/, as well as curriculum docu- the documentary. THINK: What ideas, emotions ments for these learning areas endorsed by their state or or situations did the documentary make you think territory. about? PUZZLE: What ideas, people or situations in the documentary puzzled you? EXPLORE: What LEARNING AREAS: YEARS 11 – 12 ideas presented in the documentary would you like to explore further? • Aboriginal and Torres • Australian History • Encourage students to frame discussion comments Strait Islander Studies • Drama as their own (as in “I think”) and avoid forceful • Art • English language (such as “You should”). • Media • When responding to others in classroom discus- sion or in the associated activities encourage Teachers should consult the study designs for these sub- students to challenge ideas rather than people. jects relevant to their state or territory and consult the © ATOM 2017 © ATOM • Allow adequate time at the end of each viewing Australian Curriculum: Senior Secondary Curriculum advice session to debrief the content, associated activities at: http://www.australiancurriculum.edu.au/seniorsecondary/ and discussion. overview. 3 Cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures The documentary and study guide aligns with the organising ideas of the Australian Curriculum’s cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures. The Australian Curriculum acknowledges Aboriginal and Torres Viewing and studying Namatjira Project will build knowl- Strait Islander histories and cultures as a cross cur- edge, understanding and respect for Aboriginal and Torres riculum priority in all learning areas. The Aboriginal Strait Islander histories and cultures. and Torres Strait Islander priority provides opportu- nities for all learners to deepen their knowledge of Key discussion points include: Australia by engaging with the world’s oldest con- • the lives of Aboriginal and Torres Strait Islander peoples; tinuous living cultures. This knowledge and under- • Aboriginal and Torres Strait Islander society, past and standing will enrich students’ ability to participate present; positively in the ongoing development of Australia. • relationships between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians Details about integrating this cross curriculum prior- ity can be accessed at http://www.australiancur- In completing the tasks, students will have demon- riculum.edu.au/crosscurriculumpriorities/Aboriginal- strated the ability to: and-Torres-Strait-Islander-histories-and-cultures. • analyse the construction of the Namatjira Project docu- mentary and comment on the ways it represents an interpretation of ideas and experiences; • respond to Namatjira Project both personally and in objective and critical ways; Units of Work • discuss the historical, social, cultural and political val- ues embodied in Namatjira Project; The Namatjira Study Guide allows teachers to construct • use their own written and spoken texts to explore the units of curriculum of varying length. Teachers may use issues in Namatjira Project and to clarify their own and the film to launch units of work about one of the documen- others’ understanding of these issues. tary’s key ideas or issues. For example: 1. A viewing of Namatjira Project may be the springboard Using the Resource for a unit of work about Citizenship in Civics and Citizenship and/or History. Teachers should preview Namatjira Project prior to screening it in the 2. Longer units of work could begin with students classroom. completing a viewing chart, following with scaffolded The study guide is divided analysis via the activities in sections 1 - 6 and then into sections that address the concluding with the extension activities described in documentary’s key ideas. Teachers